Observation Of Community Based Learning

At SMBGC, I interact with children of different ages, ethnicities and socio-economic backgrounds. I observe an unfamiliar environment that I am not used to, which is children of different ethnicities (especially African-American children) and socio-economic statuses. This experience made me realize that the community I live in is mostly a small group of people who are mostly Turkish and female. Working with children at this site offered me an opportunity to engage with people that I usually do not encounter in my daily life.

We will house kids who are products of all facets of society. For example, children of immigrants, children who have affluence, children who are loved and cared for greatly and children who may be in a situation of neglect. Teaching is about reaching out to each student, helping them to overcome challenges and be the best that they can be. It seems that an increasing number of these challenges may not be academic in nature. I believe that conquering these challenges actually beings with the little community forming within our classrooms. As teachers we have the obligation to teach our students how to have respect and compassion for one another. How to be on the same team and work together, no matter each person’s background.

Busch Middle School of Character had a wonderful sense of community, each student, instructor, and family, made sure they were doing their part. I believe it’s important for educators to understand the needs of the families and community of their students because the more resources the better. When schools actively involve parents

Social learning theory, developed by Bandura, discusses how people learn from one another through observation, modeling, and imitation bridging an individual’s attention, memory and motivation. Social learning theory identifies the importance of cognition, observable behavior, individual self-efficacy, and the extent of how the events surrounding an individual affect them; their locus of control. Social learning theory also looks at individual problem behavior being influenced by positive or negative reinforcement (Ashford & LeCroy, 2012).

Community engagement also gives students the opportunity to apply theoretical concepts into the real world to consolidate knowledge in a way that classroom

A community is a group of unified individuals that live in the same place and share the same aspirations or characteristics. This summer, the summer of 2016 I will be joining the EOP Bridge learning community for new college students. I connect with my community and learn how to live with my community on June 19th. The day I will learn not only from myself, but from others because while I am in this learning community I must recognize that we all share the same

(Bredekamp, 2009). I will show the parent that we can be in harmony in the program and with the family’s values. I need to take away the feeling that I am right and they are wrong and I need to see that neither one of us are right or wrong. I need to see that we are learning and trying to help their child to grow, learn and develop. (Bredekamp, 2009). The role of our local community is to provide a physical, emotional, and cognitive environment that helps in the development and learning of the child. We with community will build a foundation that is consistent, positive, and caring relationships with adults and children. (Bredekamp, 2009). We will build that relationship with teachers and children and families and teachers. We as community it is our responsibility to contribute to the well-being and learning of the child. I will get the child involved in the community and their families because it helps them to learn about themselves and the world around them. The community involved in my school helps children respect and be able to acknowledge their differences. I as a teacher will develop responsibility and help with self-regulation with the

Thanks for another great week of teaching and learning. I really enjoyed this week because I had the opportunity participate in CPL and visit several classrooms. Having the opportunity to see the students actively engaged and see the teachers excited about teach was awesome. I find myself wanting to get involved in your lessons but I don’t want to interrupt your plans. While observing one of our great educators I wished I had invited another educator with me to observe the instructional strategies and classroom routines being utilized in this classroom. I know that I previously communicated to you earlier in the year about observing your co-workers but I want to stress the benefits of observing your co-workers. There are several books that

Children often fall into wrong or harmful circumstances as they search to gain a sense of belonging to something greater, for instance, a community. Christine Morris (1992) backs this statement when she said that all children need the sense of belonging to something bigger than themselves. If children have additional opportunities to explore different tasks and problems in their community, they would be less likely to find themselves in harmful situations. Children who stand apart from the community lack the chances to learn valuable lessons. Examples of the valuable lessons they would learn would be being responsible for their actions or lack thereof, community awareness and observation, and a social understanding of how a community is supposed to work. As the saying goes, “It takes a village to raise a child,” in this sense the village is the child’s community. In order for the child to gain social awareness, responsibility, and a sense of community, they need to be involved in community affairs. Service-learning will assist children in becoming involved in the community and aid them in learning valuable lessons that they cannot learn from classroom teaching.

Being able to adapt learned concepts, as part of a CSL program, into a real world setting and give back to a community that has given so much to its students is always an incredible experience. This is part of the reason why choosing my CSL placement was such an intuitive process. I chose to work alongside a classmate and develop and interpretive program that would target the grade six students of Ecole Charlie Killam. I was given the opportunity to harness my passions by putting concepts learned in class into action to solidify them and put a face to a name. Furthermore, so much can be learned through pretend play about the world around them and their role in it. It is important to present a presentation that harnesses a variety of teaching techniques so that different learning styles are represented.

During the period from starting of the Collaborative Learning Community till date, there has been considerable progress related to the assignment. The preliminary work was directed towards the completion of the agreement and individual task assignment, which was completed successfully with mutual understanding. The next important part was to select a vendor, which was completed with some research and from the member’s experience with particular product.

Although a variety of factors are seen to influence alcohol consumption among students (especially college students), peer influence has surfaced to be one of the most dominant predictors of the initiation and continuation of alcohol use in an institution stetting (Borsari and Carey). Through the concept of social learning theory, it is clear that the effectiveness of peer influences is determined by peer relationships. Specifically, modeling and cognitive processes are able to describe how peer relation influences alcohol usage. Modeling occurs when an individual imitates or acquires new behaviors through observation of others (Maisto, Carey and Bradizza). Behaviors that are rewarded are more likely to be mimicked than those that are

I am an active member in my church which praises substance free living. Other than just being a part of a religion, I am a part of a substance-free teaching group at my high school. This group is known as Peer-Teachers; we go through an alcohol awareness retreat, take a pledge to stay alcohol free, and have multiple training days where we learn an alcohol-education curriculum. Once we learn the curriculum we get the opportunity to go to the middle school that feeds our high school and teach four classes about living alcohol free. Each of the classes is geared towards a different lesson which are Integrity, Wisdom, Responsible Decision Making, and Leaving Your Mark. All of the classes are based around alcohol, the effects of it, and how we can

Akers and Sellers (2013) has stated that social learning theory is an expanded theory of differential association processes and improves it with differential reinforcement and other principles of the behavior theory. They added classical conditioning (the sharpening of involuntary reflex behavior); discriminative stimuli (internal stimuli that lead to signals for behavior); schedules of reinforcement (rewards and punishment ratio following behavioral feedback); and other theories of behavior (Akers & Sellers, 2013).

Although it seems almost impossible to change the status quo, I still believe that we all can make a difference through education. As a teacher, I found Merriam & Bierema’s (2014) suggestions to create learning experiences inside and outside the classroom an excellent tool to facilitate change. Inside the classroom, teachers can provide opportunities for dialogical conversation, follow democratic principles, model critical approaches, and address classroom dynamics that illustrate oppression or dominant ideology. Recommendations for outside the classroom include assigning learning projects that give real-life opportunities to grapple with situations as well as creating service projects where learners go into the community to volunteer or conduct research (p. 232).